Blegen Mary A, Spector Nancy, Ulrich Beth T, Lynn Mary R, Barnsteiner Jane, Silvestre Josephine
Author Affiliations: Professor Emerita (Dr Blegen), School of Nursing, University of California San Francisco; Director (Dr Spector), Regulatory Innovations, National Council of State Boards of Nursing, Chicago, Illinois; Senior Partner (Dr Ulrich), Innovative Health Resources, Lakeway, and Professor, University of Texas Health Science, Houston; Professor (Dr Lynn), School of Nursing, and Assistant Director, Quality and Training, Office of Human Research Ethics, University of North Carolina at Chapel Hill; Professor Emerita (Dr Barnsteiner), Pediatric Nursing, School of Nursing, University of Pennsylvania, Philadelphia; Associate Regulatory Innovations (Ms Silvestre), National Council of State Boards of Nursing, Chicago, Illinois.
J Nurs Adm. 2015 Dec;45(12):642-9. doi: 10.1097/NNA.0000000000000278.
The aim of this study was to describe newly licensed RN (NLRN) preceptorships and the effects on competency and retention.
Preceptors are widely used, but little is known about the benefit from the perspective of the NLRN or about the models of the relationships. The National Council of State Boards of Nursing added questions about the preceptor experience in a study of transition-to-practice programs.
Hospitals were coded as having high or low preceptor support in regard to scheduling NLRN on the same shifts as their preceptors, assignment sharing, and preceptor release time and a low number of preceptors per preceptee.
Half of the 82 hospitals were classified as high, and half as low preceptor support. NLRNs and their preceptors in high-support hospitals evaluated the preceptor experience and NLRN competence higher. In addition, NLRN retention was higher in the high-support hospitals.
To improve NLRN competence and retention, preceptors should have adequate time with each NLRN, share shift and patient assignments, and have few preceptees assigned to each preceptor concurrently.
本研究旨在描述新获得执照的注册护士（NLRN）的带教情况及其对能力和留职率的影响。
带教老师被广泛使用，但从NLRN的角度对其益处以及关系模式了解甚少。美国国家护士委员会在一项从实习过渡到实际工作项目的研究中增加了有关带教经历的问题。
根据在安排NLRN与带教老师同班次、任务分配、带教老师的离岗时间以及每位带教老师指导的NLRN数量较少等方面，将医院分为带教支持程度高或低两类。
82家医院中有一半被归类为带教支持程度高，另一半为带教支持程度低。在带教支持程度高的医院中，NLRN及其带教老师对带教经历和NLRN能力的评价更高。此外，带教支持程度高的医院中NLRN的留职率更高。
为提高NLRN的能力和留职率，带教老师应与每位NLRN有足够的时间相处，共享班次和患者任务分配，并且每位带教老师同时指导的NLRN数量要少。
